The Correlation Between Cognitive Style and Students’ Learning Achievement on Geometry Subject

Abstract

The objective of the research is to identify whether there is positive correlation between cognitive style and students’ learning achievement on geometry subject. The research is classified as correlational quantitative research. The independent variable is cognitive style while the dependent variable is students’ achievement on geometry subject. The population of the research is all students of mathematics education program at Widya Dharma University in the academic year of 2015/2016. The sample is the students in semester IV B. It was taken by cluster random sampling. The instrument to determine cognitive style is psychiatric test, GEFT, which is developed by Witkin in 1977. While the instrument that is used to get students’ achievement data on geometry subject is test. The technique of data analysis is simple linear regression analysis. The result of the research is there is positive correlation between cognitive style and students’ learning achievement on geometry subject. The coefficient determination is r2 = 0.6209. It means the increase and decrease of students’ learning result on geometry subject 62.09% can be explained by cognitive style with linear correlation equation Ŷ= -2.9650 + 4.6513X. Meanwhile, 37.91% is influenced by other factor. 13 out of 17 samples are categorized as students FD and 4 students are classified as FI. The mean score of students FD is 16 while students FI is 59.5385. It means students FI has better learning achievement than students FD on geometry subject..

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

“…Mathematics is an abstract concept that enhances students' thinking skills and is deemed the primary tool and basic language of much science (Udiyono & Yuwono, 2018). One of the goals of learning mathematics is the ability to solve problems.…”

“…The relationship between cognitive-style and learning achievement shows a positive and statistically significant correlation (Zamzam & Patricia, 2018). Cognitive style is the process of how students think about what they are learning (Motvaseli & Lotfizadeh, 2015;Udiyono & Yuwono, 2018). Onyekuru (2015) defines cognitive style as a relatively stable strategy, preference, and attitude determining the individual's unique way of comprehending, remembering, and solving problems.…”

“…According to Perdikaris (2011), cognitive style is a potential variable that affects students' thinking in their learning and academic development. Teachers have to know their students' cognitive development as each student has different cognitive levels (Udiyono & Yuwono, 2018;Motvaseli & Lotfizadeh, 2015). When the teaching style is adjusted to the students' cognitive style, the learning and teaching process will be more productive and useful (Onyekuru, 2015).…”

“…Cognitive style is classified into two; Field Independent (FI) and Field Dependent (FD). When processing information, students with FI type are not affected by external factors, whereas students of FD are the opposite, so they sometimes have difficulty focusing (Udiyono & Yuwono, 2018). Students with FI style can understand things analytically, analyze and isolate relevant details, detect patterns, and evaluate data critically (Fatemi, 2014).…”

The profile of students’ metacognition in solving analytic geometry: Gender and cognitive style perspective

“…It can be said that FI individuals have a better understanding of concepts than FD individuals. There is a positive relationship between cognitive style and student learning outcomes in geometry courses (Udiyono & Yuwono, 2018). It means students who have FI cognitive style have better geometry achievement than those of FD's.…”